Entanglements of Mathematics Education Research and Large-Scale Assessment: Rethinking Formulas as Relational

Autor/inn/en	Ferrara, Francesca; Pozio, Stefania
Titel	Entanglements of Mathematics Education Research and Large-Scale Assessment: Rethinking Formulas as Relational
Quelle	In: Cognition and Instruction, 41 (2023) 4, S.472-493 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferrara, Francesca) ORCID (Pozio, Stefania)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2023.2222860
Schlagwörter	Mathematics Education; Educational Research; Standardized Tests; National Competency Tests; Mathematics Tests; Grade 8; Middle School Students; Algebra; Mathematical Formulas; Measurement; Mathematics Skills; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Mathematische Bildung; Bildungsforschung; Pädagogische Forschung; Standadised tests; Standardisierter Test; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematische Formel; Messverfahren; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Italien
Abstract	In this article, we examine eighth graders' incorrect responses to a specific task on a national standardized assessment of mathematics. The task asked students to write the formula for the perimeter of a given figure as a function of a variable. We focus on incorrect responses to better understand students' difficulties with the algebraic thinking demanded by the task, especially with the formula and the variable. We show how these responses identify a variety of approaches to the solution of the task, which we name routes. We use these data to conclude that, at the end of middle school in our country, there still appears to be a lack of a relational view of formula, pointing to a need to reconceptualize formulas as relations rather than procedures. The strength of large-scale data in fueling mathematics education research is also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01